Mr. Tony Donohoe:

I thank the joint committee for the opportunity to address it on the really critical issue of leaving certificate reform. As the committee will be aware, the EGFSN is the independent body tasked with advising the Government on the current and future skills needs of the Irish economy.

In making its recommendations on how these skills needs can be addressed, the group is very conscious the secondary education system plays an integral role in ensuring a future pipeline of skills across the economy. This is especially true with respect to the formative influence leaving certificate subject choices can have on future career choices. It is equally important to note the quality of the leaving certificate learning experience has a fundamental impact on inculcating an ongoing appetite for learning after school into adulthood. We have a well-educated and highly skilled labour force, but it is important people of all ages and at all educational levels participate in learning and upskilling on an ongoing basis. This is necessary to sustain their employment and maintain the competitiveness of the Irish economy.

As the group’s submission to the committee details, there is a need to ensure the leaving certificate that is as responsive as possible to current and future labour market trends, maximises awareness of the wide range of potential career opportunities and effectively prepares students for higher and further education, as well as subsequent lifelong learning pathways. As reflected in the EGFSN’s work in recent years, there are a range of critical skills areas for Ireland’s economy that need to be reflected in this process of reform. One area is the development of digital skills as a core workforce competency, as well as higher-level ICT skills to facilitate and leverage digital transformation across Ireland’s economy.

A second area is the embedding of technical decarbonisation and environmental awareness skills across construction, engineering and business subjects. This is required to inform and secure a pipeline of skills into zero-carbon activities and deliver on Ireland’s climate action commitments. The third critical skills area concerns logistics and supply chain management, as well as foreign language skill sets, to support the competitiveness and diversification of Ireland’s trade with non-UK markets post Brexit and allow Ireland to operate and advance its interests in an increasingly globalised economy. Importantly, transversal or softer skills, such as critical thinking, problem-solving, communications, creativity and leadership will also need to be embedded to support students' capacity and resilience, as well as that of the wider economy, in dealing with change, such as the transition to a digital and greener economy and the resulting impact on job roles and occupations.

However, as it stands, the so-called points race and dominance of a final leaving certificate exam limit the integrated education experience needed to develop these higher order skills. Many leave school without developing the ability to self-manage their learning. The examples of alternative assessment methods, witnessed during the pandemic involve a wider variety of sources to provide evidence of learning and produce a qualification. These should be considered in the committee’s deliberations.

International evidence points to greater involvement of teachers in assessment practice in classrooms as a key way of improving standards. I welcome any questions and thank the committee for the opportunity to discuss the important issue of leaving certificate reform.